Career and competency mapping. Leaders embrace life-long learning for success.
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Career Mobility↗
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Results for “continuing professional development”
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
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[Is there a nurse on the ward?].
Recognizing that their work doesn't quite conform to the typical profile of hospital caregiving, nurses at a maximum security prison hospital in Montréal try to define their therapeutic role and how they can continue to evolve professionally in such a setting. Three main themes are identified in the article: understanding the clientele; developing an appropriate care plan; and knowledge of one's own strengths and weaknesses.
Humans↗
Intervening with alopecia: exploring an entrepreneurial role for oncology nurses.
This article discusses the development of an innovative role for oncology nurses in assisting patients with their personal information and image needs that arise from alopecia secondary to the treatment of cancer. An independent oncology nursing consultative service was initiated after a survey of patients was conducted (N = 40) to assess alopecia knowledge, needs, and referral source. Nurses (N = 16) attending a local Oncology Nursing Society (ONS) chapter meeting were surveyed to assess their intervention patterns and knowledge of hair and scalp care during hair loss. To respond to needs identified through the surveys, the consultative service developed a patient education program and booklet, as well as professional education sessions. Management and evaluation of this practice continues to provide a learning experience.
Alopecia↗
Controversies in infection control.
Dentistry has made great strides in infection control over the past 10 years. An effective asepsis program is part of "the standard of care" in dental practice as we approach the twenty-first century. Several areas of dental infection control are undergoing change as new information is obtained, thereby providing points for discussion and some controversy. An effective vaccine to protect against hepatitis B viral infection is available but has met with indifference on the part of many. This readily available protection should be obtained by all health care providers. Surface disinfection is another area of controversy. A variety of chemical agents with differing properties are available for use in dentistry. Many of these are effective as disinfectants but have limited cleansing action, and this must be considered in their application. The practice of prosthodontics also presents numerous opportunities for cross-contamination. The sterilization and disinfection of dental impressions, prostheses, appliances, and a variety of plastic and wooden items provide a challenge for future research as newer products and techniques are developed. Infection control has literally been placed in the hands of health professionals. We, our patients, and families will continue to benefit from our positive efforts in this area.
Communicable Disease Control↗
Peter: an infant with a myelomeningocele.
Caring for a child with a myelomeningocele is not a task that one person can accomplish on his own. An interdisciplinary team approach, early parental involvement in the baby's care, a thorough knowledge of community resources, and parental understanding of the long range implications will greatly influence and affect Peter's early years. With support from both professionals and relatives and friends, it is hoped that they will develop a positive attitude to this challenge and continue to demonstrate their love and concern for Peter.
Humans↗
The manager and continuing education.
Continuing education in health care organizations consists of that which is required by law or regulation and that which is optional. The required is done because it must be done; the other, including most management development and some staff education, is often ignored. Nonrequired education is one of the first items to go during budget-cutting exercises. Yet continuing education at all levels, for managers as well as nonmanagers, is essential in keeping health care workers abreast of rapid change. Much continuing education, even that for rank-and-file staff, is up to the department manager, and with few exceptions, the pursuit of continuing management development is left largely to the individual manager. The department manager is an educator of staff and is also largely responsible for self-development.
Administrative Personnel↗
Emotions in vowel segments of continuous speech: analysis of the glottal flow using the normalised amplitude quotient.
Emotions in short vowel segments of continuous speech were analysed using inverse filtering and a recently developed glottal flow parameter, the normalised amplitude quotient (NAQ). Simulated emotion portrayals were produced by 9 professional stage actors. Separated /a:/ vowel segments were inverse filtered and parameterized using NAQ. Statistical analyses showed significant differences among most of the emotions studied. Results also demonstrated clear gender differences. Inverse filtering, together with NAQ, was shown to be a promising method for the analysis of emotional content in continuous speech.
Adult↗
The health agency training program: continuing education courses in biostatistics and epidemiology.
The authors describe the development and evaluation of a continuing education program in biostatistics and epidemiology. Short courses were presented to public health and mental health professionals using teaching strategies that included lecture, discussion, practice-oriented examples, and interactive problem-solving. A total of 1723 health professionals attended one or more of the 120 courses presented from 1992 to 1996 in seven US states. Most course participants were female: the highest education level for 40% was a bachelor's degree, while 42% had advanced degrees. Approximately 66% of participants signed up for continuing education credits. The program represents a successful partnership between an academic institution and health agencies in a seven-state region.
Adult↗
Video journal club: combining video evaluation and continuing education.
In the absence of an authoritative, current, and detailed source of information about videos for teaching gerontology and geriatrics, we developed a program to screen and evaluate videos. At our Video Journal Club, multidisciplinary health professionals view a video, complete a written evaluation, discuss its strengths and weaknesses, and provide a critique to be used as the basis of a narrative review. In the process, we offer an opportunity for continuing education and an avenue for exchange across disciplines.
Audiovisual Aids↗
Human and social capital as facilitators of lifelong learning in nursing.
To ensure that lifelong learning is, and remains, a reality as a vehicle for facilitating continuing professional learning in nursing, certain mechanisms need to be instituted specifically for this purpose. Some of the key organisational facilitators for achieving this include individual performance reviews, Workforce Development Confederations, professional self-regulation, and Investors in People awards. In a study exploring nurses' perceptions of lifelong learning, it emerged that in addition to the organisational mechanisms that are necessary to achieve this aspiration, there are also various non-organisational or informal factors at work that enable nurses to initiate and continue professional learning. It seems that substantial informal teaching, learning and facilitation of learning occur through work-based contacts with other healthcare professionals, and this is complemented by support from non-healthcare related other significant individuals. These factors seem to constitute the notion of human and social capital (HSC), which is a concept that has been implicated as a significant instigator or enabler of professional learning. This paper examines these non-organisational factors, clarifies the meanings and roles of human capital and social capital in healthcare, and discusses their implications for lifelong learning in nursing. The analysis is supported by findings from a qualitative study, which comprised of 27 semi-structured individual interviews and two focus groups with RNs on D grade and above.
Education, Nursing, Continuing↗
Middle management. Courtin' the middle.
Middle managers are essential to organisations but are often unsupported by those above them and reviled by those they supervise. Effective middle managers keep top managers in touch with reality and reinterpret policy and strategy so operational staff understand the point. Organisations should reassure middle managers about the validity of their work and provide continuing education.
Administrative Personnel↗
A needs assessment in continuing professional education.
This paper describes a systematic approach to an assessment of the learning needs of practicing nurses, and a computer-based solution to marketing the resulting CE offerings. Demographic, educational and employment information was collected in a data base survey from more than five thousand professional nurses in a thirteen county region of upper New York State. Based upon three mini-surveys, a questionnaire assessing learning needs was then developed and sent to a large subpopulation of these nurses. An analysis of fifteen hundred responses to the questionnaire identified continuing nursing education priorities in the region. Responses to the data base survey and the learning needs questionnaire were merged into a computerized data base management system, which is used to select topics, design courses, and communicate with nurses in the region regarding continuing education. This approach to needs assessment, program planning and dissemination of continuing education information should be useful in solving analogous problems in other areas of continuing professional education.
Data Collection↗
Disaster competency development and integration in nursing education.
Nurses, because of their nursing education and perspective practicing in multiple roles and settings, are uniquely qualified for mass casualty preparedness and response. Educating the current 2.7 million registered nurses and all future nursing graduates is a daunting task. Nursing education must ensure that graduates are prepared with the necessary knowledge and skills for mass casualty incidents. Four key entities are essential for education's successful implementation of disaster preparedness: education and professional organizations, accreditation and regulatory bodies, schools of nursing, and continuing education providers. This article examines the role each of these key entities plays in the development of a nursing workforce prepared for mass casualty response. In addition, the International Nursing Coalition for Mass Casualty Education (INCMCE) registered nurse (RN) competencies for mass casualty incidents and guidelines for integrating these competencies into the nursing education curricula are presented.
Clinical Competence↗
Developing an educational curriculum in primary care with practitioner and manager involvement: the governance shackle.
This article describes what happened when we attempted to set up an educational development project to design a syllabus and implementation strategy for GP education in England. Grounded in good practice our approach involved consultations with a range of relevant professionals. Because we adopted a rigorous approach to the definition of our plans and to the recording of data collected we attracted research ethics and research governance attention. The governance processes involved were cumbersome. Requirements were inconsistent and there was also much replication. Considerable resources were consumed. We question some of the implications of our experience for educational development projects in terms of quality assurance, resources and professional inclusivity.
Benchmarking↗
[Leadership and communication: essential strategies for the management of nursing care in the hospital context].
Leadership and communication are strategies that enable nurses to improve the management of nursing care within the hospital context. The present study aimed at reporting a Continuing Education Program developed by nurses from a private hospital on leadership and communication and to present the application of situational leadership in their professional practice. The technique of critical incidents was applied in data collection. The subjects evaluated positively the contributions of the Program and authors found the viability of the application of situational leadership in nursing daily practice.
Brazil↗
[Migration patterns of health professionals].
The past three decades have seen the number of international migrants double, to reach the unprecedented total of 175 million people in 2003. National health systems are often the biggest national employer, responsible for an estimated 35 million workers worldwide. Health professionals are part of the expanding global labour market. Today, foreign-educated health professionals represent more than a quarter of the medical and nursing workforces of Australia, Canada, the United Kingdom and the United States. Destination countries, however, are not limited to industrialised nations. For example, 50 per cent of physicians in the Namibia public services are expatriates and South Africa continues to recruit close to 80% of its rural physicians from other countries. International migration often imitates patterns of internal migration. The exodus from rural to urban areas, from lower to higher income urban neighbourhoods and from lower-income to higher-income sectors contributes challenges to the universal coverage of the population. International migration is often blamed for the dramatic health professional shortages witnessed in the developing countries. A recent OECD study, however, concludes that many registered nurses in South Africa (far exceeding the number that emigrate) are either inactive or unemployed. These dire situations constitute a modern paradox which is for the most part ignored. Shared language, promises of a better quality of life and globalization all support the continued existence of health professionals' international migration. The ethical dimension o this mobility is a sensitive issue that needs to be addressed. A major paradigm shift, however, is required in order to lessen the need to migrate rather than artificially curb the flows.
Australia↗
A Web-based distance education course in nutrition in public health: case study.
BACKGROUND: Strict work timetables, personal and professional duties or an inability to be absent from home or work can all represent major constraints for those wishing to improve their professional skills. Within this context, the World Wide Web can allow people to conveniently follow distance courses from their homes. OBJECTIVE: To present an experience in the use of the Web in the continuing education of healthcare professionals in Brazil. METHODS: A Web-based distance education course in nutrition in public health was developed. The methodology was an adaptation of both problem-based and task-based learning. At the end of the course an evaluation questionnaire which covered the course s contents, the educational methodology and resources, the duration and schedule, and the use of the Web as a tool for distance education was given to the students. RESULTS: There were 83 on line registrations from 13 states, 73 of the applicants were female, 62 had a degree in nutrition and 18 were physicians. From these; eleven students from ten states were chosen: nine female nutritionists, two female physicians, and one male physician. Seven students completed the course, took and passed the final exam. Of the other four students, two failed to follow the schedule, one had health problems, and one did not obtain the minimal score for sitting the final exam. The students had a mean age of 35, and a mean of ten years in practice. They all stated that they were unable to attend a regular course, even though they felt that they needed to improve their professional skills. Most of them studied seven days a week for between two and four hours a day. The students also felt that their professional skills had improved and each reported having made changes in their practice as a result of their participation. The students approved of the course s contents, methodology and resources, however they were divided about its duration. The Web as a tool in distance education was approved by the students. If it was not for the Web they could not have taken part in a continuing education program. All students said they would attend another virtual course, if available. Even though most of them did not have difficulty adapting to the virtual environment, they did feel that an adaptation period would be of value. CONCLUSIONS: A Web-based course may be more effective than other distance education methodologies because it is more interactive and dynamic. On-line material can be constantly reviewed and updated, and the students can have the opportunity to submit commentaries or questions directly to the teaching staff. A Web-based course also allows the students to go beyond the course content as they learn how to search and take advantage of the huge resources of information available on the Internet.
Adult↗
Implementing clinical guidelines for nutrition in a neurosurgical intensive care unit.
Patients in neurosurgical intensive care have individual needs concerning nutrition because of their conditions. An important therapeutic goal is to prevent the development of malnutrition as it contributes to an increase in mortality and enhances the risk of complications in these patients. The health-care team has a mutual responsibility for this, although it is a complex task and a correct assessment of patients' nutritional needs is vital. Multidisciplinary clinical guidelines focused on nutrition might help the health-care staff in decision-making and allowing individualized treatment for patients. The aim of this study was to evaluate the implementation and use of such a guideline. The results show that the guideline is used in varying degrees by the health-care team. Areas that focused on more practical aspects of nutritional support seemed to have a unified approach, whereas areas on nutritional assessment and routine nutrition orders demonstrated both a lack of knowledge and unclear role responsibilities. The results reveal how different professional groups in health care perceive the implementation of a clinical guideline. Some areas need further clarification, there needs to be continuing development of nutritional guidelines, and education of staff is needed in order to enhance the nutritional care of patients.
Critical Care↗